Suchergebnisse

"What force of will and circumstance drove a woman with a burgeoning art career following years of study in European art schools from a comfortable life to one of hardship and loneliness in the battle zones of France and Belgium following the Great War? For western Canadian artist Mary Riter Hamilton (1868 1954), art was her life's passion. Her tale is one of tragedy and adventure, from homestead beginnings, to genteel drawing rooms in Winnipeg, Victoria, and Vancouver, to Berlin and Parisian art schools, to Vimy and Ypres, and finally to illness and poverty in old age. No Man's Land is the first biographical study of Hamilton, whose work can be found in galleries and art museums throughout Canada. Young and McKinnon's meticulous research in unpublished private collections brings to light new correspondence between Hamilton and her friends, revealing the importance of female networks to an artist's well-being. Her letters from abroad, in particular, bring a woman's perspective into the immediate post-war period and give voice to trying conditions. Hamilton's career is situated within the context of her peers Florence Carlyle, Emily Carr, and Sophie Pemberton, with whom she shared a Canadian and European experience."--

AbstractUniversity-assisted community schools (UACS), which work as partnerships between schools and universities that assist the mobilization of coordinated services to children, families, and communities, can build capacity for schools and neighborhoods to better serve the needs of marginalized families, such as grandparent-headed households. Despite the increase of grandparents raising grandchildren, school staff are often ill equipped with the necessary skills and resources to support these children and their caretakers, who have multifaceted needs and complicated family contexts. In this conceptual article, the authors utilize social capital theory to propose social work practice implications for implementing UACS to support grandparent-headed families, focusing on three target areas: (1) social obligation and social trust, (2) network and information flow, and (3) norms and effective sanctions. The UACS model can be a vehicle for building social trust among grandparent-headed families, schools, and local communities that can lead to a shared model for grandchildren's academic success. Strengthened networks and information flows are necessary to enhance engagement with these marginalized caregivers. Last, details of how to create norms of cooperation that utilize grandparent-headed families as partners and experts are suggested for effective implementation of the UACS model that engages grandparent-headed families.

Tax complexity makes it challenging for citizens to understand how taxes imposed by state and local governments affect their tax bill. This paper considers citizen awareness and preferences for tax revenue options in the presence of tax features that increase complexity. The researchers mailed a survey questionnaire to a random sample of South Carolina voters measuring their level of knowledge and preferences for school tax funding during the last half of 2021. A sizable majority of respondents report the property tax as their least preferred option to fund school operations when compared to sales tax or commercial property tax, with variation in support by ideology, homeownership, and partisanship. However, respondents are broadly uninformed of current school tax funding mechanisms regardless of college degree attainment, ideology, and other important indicators. Most respondents are not aware of the "tax swap" that replaced residential property tax with a one-cent sales tax to fund South Carolina school operations.

The NHS Manifesto published in The Lancet by Nigel Crisp and colleagues (Dec 10, 2016, e24)1 is a broadly compelling one, and yet it mirrors an error made by National Health Service (NHS) England's Five Year Forward View2 in calling for a major transformation of the UK's largest public service without acknowledging the importance of public engagement in those plans. To be sure, Crisp and colleagues1 call for services to be made patient-centred, and for patients and carers to be engaged "in decision making and care". But the overwhelming role outlined for the wider public and communities is as a provider of the informal care required to shrink NHS services. The absence of an empowered public role in this manifesto is problematic because the continued "great national coming together" of the NHS depends upon public support. This support should be nurtured through careful, genuine public engagement to build collective ownership of the future shape of the NHS. Instead, Crisp and colleagues present a ready-made blueprint for a future NHS, with transformation to be accelerated and improvement to be driven forward by central government "plan[ning] at scale", rather than a plan developed in partnership with the very public the NHS serves.

Abstract
The rise in numbers of applications for people being formally detained in hospital is one of the reasons given for the independent review of the Mental Health Act in England and Wales. These figures have led to concerns that the legislation might be flawed, including in relation to the process of Mental Health Act Assessments. Discussed in this article are two of the roles involved: the doctor who is responsible for conducting a medical assessment and the Approved Mental Health Professional (AMHP) who is responsible for assessing the social circumstances and in addition making the application. Using data from a study into AMHPs and the lens of the sociological theory 'dirty work', we discuss shift, an aspect of dirty work not yet applied in this context. We focus on AMHPs' perceptions of the behaviour of doctors as encapsulated in the verbatim phrase 'role over'. We argue that AMHPs, including social workers, justify or, to play on the words of the verbatim quote, roll over. This finding adds to the understanding of behaviour as it is understood within psychiatric occupations, including social work, during Mental Health Act Assessments.

Using selected, contemporaneous illustrations from the reflective journal of a doctoral student undertaking data analysis for the first time, this article examines the relationship between journaling as a learning process when undertaking computer-assisted qualitative data analysis and establishing quality and validity in interpretative phenomenological analysis. The writing of the journal is shown both to enact some potential validity criteria (e.g. in producing an audit trail) whilst also recording and reflectively prompting the process of learning, interpretation and bracketing, thus evidencing transparency. By using a journal inside the software package and alongside the stages of the interpretative phenomenological analysis, analysis within the software package, it is argued that quality and validity become dynamic, not static constructs. These constructs are intimately linked to the researcher-learning-process and permit a critical stance to be taken.

Abstract
Inspiring Girls* Expeditions is a global organization that empowers 16- to 18-year-old youth through 12-day backcountry science and art expeditions, including in the US Arctic and Subarctic. Because science and outdoor fields are historically white- and male-dominated, Inspiring Girls* follows an intersectional approach to welcome youth with marginalized genders, people of color, Indigenous people, and other marginalized groups into these arenas. Inspiring Girls* also provides professional development for early career scientist, artist, and outdoor guide instructors. We discuss how Inspiring Girls* leverages our own research as well as best practices from the literature to prioritize such strategies as intentionally building diverse teams, offering a tuition-free format, and participating in community learning to reimagine the inclusivity of science and outdoor fields in the Arctic and beyond.

This article describes an ongoing mindfulness group offered as part of an intensive sociotherapeutic programme for men with personality difficulties, all of whom are subject to Multi-Agency Public Protection Arrangements (MAPPA). A mindfulness group was incorporated into the programme following service user feedback and has been creatively adapted to suit this complex client group. Attention is drawn to the flexible and trauma-focused nature of the group which offers tailored opportunities to develop an appreciation of the mind−body connection. Insight obtained through this service innovation is shared to inform future applications of mindfulness approaches to therapeutic intervention and risk management in the community.

The advocacy coalition framework predicts that externally controlled events, such as jurisdictional shifts, can open venues for policy change within a policy subsystem. Advocacy coalitions may opt to look outside of their traditional decision-making venue for a more suitable venue. Yet, how and when coalitions use their political resources during this venue shift is unclear. We examine how coalitions leverage policy venues and resources when their traditional strategies are found unproductive. We empirically test how advocacy coalitions engage their political resources during an exogenous shock. Using semi-structured interviews with eight individual coalition leaders representing an estimated 1100 individual charities, this study distils whether and how coalition resources and venue shifts are used by subsystem actors. Three main strategies emerge, and we find that some resources are employed in a unique way during the policy implementation crisis, as opposed to how they are used during their original policy advocacy. Finally, we propose further refinement of the advocacy coalition framework to accommodate points of crisis on the complex road from policy advocacy to implementation. From this study, coalitions can learn how to leverage their resources and navigate to an effective decision-making venue to ensure that external crises do not lead to policy failure.

Engineers often contribute to projects that impact many people and have ethical implications. Some may even move to a career of political advocacy and policy-making. However, most engineering curricula have a strongly technical focus and do not require students to think critically about ethical issues related to engineering. To bridge this gap, we developed a classroom-based town hall meeting activity that demonstrates the ethical issues that may arise when engineers are advocating for or helping craft public policies. Our town hall meeting scenario, which was set in a fictional tourist town called Rainbow Town, divided a class of twenty engineering students into groups of engineers, politicians, and voters. There were two opposing political groups and two engineering groups with competing interests. The voters had individual characters with varying careers and objectives. The town hall meeting was a debate on whether Rainbow Town should undertake a construction project that would bring jobs to the city, but could potentially adversely impact fish population at the town's natural heritage site, the main source of income for the town. The objective of the activity varied based on what role each student was playing. The politicians' job was to further the objectives of their own party while simultaneously keeping their voter base happy. The engineers' job was to help voters make an informed decision about which policy (or party) to vote for, while helping politicians craft the right policy. The voters' job was to protect their own livelihoods. Despite the simplicity of the town hall meeting scenario, the students wholeheartedly donned the mantle of their assigned role, taking the objectives of their role seriously. At the post-activity debrief, students commented that the activity was harder on the engineers since they had to prove everything with facts, but the politician groups did not. ; Cockrell School of Engineering